Drama

Curriculum Intent

Our Key Stage 3 Drama curriculum aims to intentionally develop character and ignite creativity through engaging theatrical experiences. Throughout these years, we foster communication skills, boost self-expression and cultivate a love for the arts, laying a foundation for a lifetime appreciation of Drama.

How knowledge and skills build through Key Stage 3

At Cirencester Kingshill School we have designed a rich curriculum where our students use drama as a subject that not only provides them with the subject-specific knowledge, but also transferable human skills. The Drama Journey shows how these skills and knowledge are revisited and refined throughout the three years at KS3.

These skills include:

  • Communication and cooperation – Learning how to communicate in an appropriate way which in turn leads to being able to cooperate with others, creating a harmonious learning space, accessible for all.
  • Creativity and creation – Creating a character, a storyline and setting the scene.
  • Confidence – Rehearsing, refining and performing.
  • Critical Thinking and evaluation– Analysing what makes a theatrical performance successful.
  • Performance - Being able to portray a variety of roles, themes and styles through physical and vocal expression
  • Expression – Exploring different ways to show mood, intent, purpose.
Each year at KS3 students will build their subject knowledge through:
  • Dramatic text from the UK and the world.
  • Practitioners and genres
  • Devising
  • Performance skills vocal and physical skills
  • Design and analysis for stage (lighting, costume, sound, set)
KS4 Curriculum Intent and Rationale

Drama gives students a range of skills that cannot be undervalued. So-called soft skills that make us eminently more employable. Taken in collaboration with a range of other subjects, Drama actively inspires students to grow into outgoing and confident adults. The course develops the ability to work within a group and, above all, it hones those techniques that allow a chosen few to present themselves confidently to an audience.

Studying GCSE Drama at Cirencester Kingshill will provide students with critical core skills unlike any other GCSE, preparing them for what life has in store. Drama is a dynamic practice that encourages students to be curious, open, present, inquisitive and funny. Drama provokes the imagination, allowing students to explore and reflect on important subject matter, such as contemporary, historical, socio-political and cultural issues; helping students to create new values, build self-esteem and gain confidence in their own opinion in a safe and stimulating environment.

We follow the EDUQAS specification for Drama, where you can choose to specialise in performance or design. Design candidates can focus on costume, set, lighting or sound and will work with their peers to bring their designs to life on stage.

Drama can reinforce the rest of the GCSE curriculum and beyond into Key Stage 5, helping students develop transferable skills such as increasing your ability to think divergently. Drama teaches students how to become critical consumers of theatre rather than just passive viewers. To help with this, Year 11 students are taken on a trip to a theatre which is then written about in their final exam.

7 Reasons why we offer Drama GCSE at Cirencester Kingshill School:
  1. No subject teaches you how to work well in a team quite like drama. Drama will allow you to develop your patience, ability to compromise and communication skills.
  2.  You will learn discipline.
  3.  In Drama you will be asked to improvise on several occasions. This allows you to think on your feet, develop your initiative and will encourage you to be more proactive.
  4.  Drama stimulates you to be constantly creative. Drama will force you to regularly produce exciting, functional, and convincing ideas, to a deadline and this ability will stay with you.
  5.  Empathy is an important life skill, this is an invaluable skill that will open your mind, improve the way you interact with people and is especially useful if you are considering a career in caring, teaching, or social work.
  6.  Analysing Drama productions allows you to develop your critical thinking skills. This is useful for several jobs and is great if you are planning to take English Literature, Media Studies, or Film Studies at degree level.
  7.  You will gain in confidence and overcome the fear of making mistakes in a fun, creative and supportive environment.
Useful resources

 

What topics will my child study?   
  • Last Wish in the World – to explain key elements of Drama (character, development, plot through vocal and physical skills) Homework - to design a costume for one character. Baseline Assessment - Making and Performing.
  • Pantomime – to use the Pantomime genre to create character and plot through exaggerated use of vocal and physical skills. Homework – Theatre specific (Lighting, set, sound and set vocabulary) to evaluate a Pantomime. Assessment – Vocab Test. YEAR 7 CHRISTMAS SHOWCASE
  • Prometheus - to use a Greek Myth to develop use of physical and vocal skills. To introduce the style of physical theatre and the use of lighting and sound. Homework – to use lighting and sound in their own performances. Assessment – Making and Performing / Vocab
  • Private Peaceful– to use a script to understand the differences between naturalistic and non-naturalistic drama. Homework – to annotate their Twisted scene.
  • Shakespeare in Schools Project – students will use vocal and physical skills to perform “The 7 ages of man”. Homework – to annotate and learn the Shakespeare script. Assessment - Performing
  • Production Values – to analyse characterisation, set, lighting, costume, sound in the whole school production at The Griffin Theatre. 
What knowledge will they have and what will they be able to do by the end of the year?
  • They will have grown in confidence and have performed in front of an audience.
  • They will understand different Dramatic forms and vocal and physical expression.
  • They will have seen a live performance and be able to describe and evaluate what they saw.
What homework will they get?
  • Last Wish in the World - to design a costume for one character.
  • Pantomime – Theatre specific (Lighting, set, sound and set vocabulary) to evaluate a Pantomime.
  • Prometheus – to use lighting and sound in their own performances.
  • Private Peaceful – to annotate their Twisted scene.
  • Shakespeare in Schools Project to annotate and learn the Shakespeare script.
How will they be assessed in Drama?
  • Last Wish in the World – Baseline Assessment - Making and Performing.
  • Pantomime – Vocab Test.
  • Prometheus – Making and Performing / Vocab
  • Shakespeare in Schools Project - Performing
  • Production Values – Performing
What other opportunities do they have outside of the classroom?
  • Weekly Year 7 Drama Club.
  • Winter Showcase performance
  • Trip to see at least two live performances.
  • CKS Shakespeare in Schools Festival
  • To be involved in, or come and see, the whole school production
What topics will my child study?   
  • Darkwood Manor - to develop key elements of devising in Drama (character, development, plot, vocal and physical skills).  
  • Live Review of Live Theatre –exploring acting and design through live performance of Peter Pan at The National Theatre. Develop critical language of theatre and evaluation. Lighting, set, sound and set vocabulary.
  • The Odyssey - to use a Greek Myth to introduce Brechtian theatre. To develop use of physical and vocal skills. To deepen the style of physical theatre and the use of lighting and sound.
  • Sparkleshark- to use a script to deepen naturalistic acting techniques.  To introduce staging designs (end on/ thrust/ traverse/ in the round).
  • Shakespeare in Schools Festival - Students will use vocal and physical skills to perform duologues from The Tempest.
  • Production Values – to develop and analyse characterisation, set, lighting, costume, sound in the whole school production at The Griffin Theatre. 
What knowledge will they have and what will they be able to do by the end of the year?
  • Students will be able to demonstrate their performance skills through naturalistic and non naturalistic storytelling.
  • Explain and describe different staging, lighting and set design techniques.
  • Increased ability to analyse live theatre and express opinions.
What homework will they get?
  • Darkwood Manor - to design a storyboard for their solution.
  • Live Review of Live Theatre – lighting, set, sound and set vocabulary.
  • The Odyssey - to use Brechtian techniques in their own performances.
  • Sparkleshark - to annotate, learn and costume their scene.
  • Shakespeare in Schools Festival – to annotate and learn the Shakespeare script.
  • Production Values – analyse characterisation, set, lighting, costume, sound in the whole school production at The Griffin Theatre. 
How will they be assessed in Drama?
  • Darkwood Manordevising performance piece
  • Live Review of Live Theatre – written evaluation of Chelsea’s Story. TIE use of vocal expression.
  • The Odyssey – making and performing with key vocab
  • Sparkleshark - designing and performing with key vocab
  • Shakespeare in Schools Festival - performing and evaluating.
  • Production Values – to develop and analyse characterisation, set, lighting, costume, sound in the whole school production at The Griffin Theatre. 
What other opportunities do they have outside of the classroom?
  • Weekly Drama Club and Winter Showcase performance
  • Trip to see at least live performances (at The Barn Theatre and in school).
  • CKS Shakespeare in Schools Festival.
  • To be involved in or come to watch the whole school production.
What topics will my child study?   
  • Blood Brothers – to use a cyclical script to deepen acting techniques and dramatic conventions.  To introduce staging designs (end on/ thrust/ traverse/ in the round). Focus on characterisation of different ages and classes.  Opportunity to see live performance.
  • TEECHERS – to use comedy to deepen understanding of Brechtian theatre. To develop use of physical and vocal skills. To deepen the style of physical theatre and the use of lighting and sound.
  • The Curious Incident of the Dog in the Night-time – to use Frantic Assembly’s physical theatre style. To introduce the style of physical theatre and the use of lighting and sound.
  • DNA –Expansion and development of rehearsal techniques and directing skills using the naturalistic script DNA by Dennis Kelly
  • Harry Potter World–  Year 9 Trip. Introduction to all the design elements – lighting, set design, sound design, make up and costume design.
  • THINK LIKE A DESIGNER –Students choose a design component and collaborate with a group to produce a design concept for Shakespeare in Schools Festival.
  • Production Values – to analyse characterisation, set, lighting, costume, sound in the whole school production at The Griffin Theatre. 
What knowledge will they have and what will they be able to do by the end of the year?
  • Students will understand the variety of jobs available within the creative arts.
  • They will be able to explain, analyse and evaluate different stage types
  • Will be able explain naturalistic, non-naturalistic styles of theatre
  • Explain, analyse and evaluate different physical and vocal expression
  • Outside the classroom
  • Weekly KS3 Drama Club and Winter Showcase
  • Trips to see Blood Brothers and Harry Potter World
What homework will they get?
  • TEECHERS – to use Brechtian techniques in their own performances. 
  • The Curious Incident of the Dog in the Night-time – to use lighting and sound in their own performances.
  • DNA – expansion and development of rehearsal techniques and directing skills using the naturalistic script DNA by Dennis Kelly
  • Harry Potter World – lighting, set design, sound design, make up and costume design.
  • THINK LIKE A DESIGNER – to produce a design concept for Shakespeare in Schools Festival.
  • Production Values – to analyse characterisation, set, lighting, costume, sound in the whole school production at The Griffin Theatre. 
How will they be assessed in Drama?
  • TEECHERS – Making and Performing
  • The Curious Incident of the Dog in the Night-time – Making and Performing / Vocab
  • Production Values – to analyse characterisation, set, lighting, costume, sound in the whole school production at The Griffin Theatre. 
What other opportunities do they have outside of the classroom?
  • Weekly Drama Club and Winter Showcase performance
  • Trip to see at least live performances (at The Barn Theatre and in school).
  • CKS Shakespeare in Schools Festival.
  • To be involved in or come to watch the whole school production.
What topics will my child study?

We follow the EDUQAS specification for Drama, where you can choose to specialise in performance or design. Design candidates can focus on costume, set, lighting or sound and will work with their peers to bring their designs to life on stage.

What knowledge will they have and what will they be able to do by the end of the year?  

Component 1:  Devising “in the style” of a Practitioner

  • Students will study Stanislavski, Brecht, Physical Theatre, Verbatim. Students will become accustomed to and be able to use these 4 main styles of Drama. They will explore each style practically and theoretically. This leads them to be able to watch and analyse the Year 11s Component 1 devised work.

Component 2 - Performing and designing from a script.

  • Pupils will learn how to use their bodies, voices, and rehearsal techniques to bring to life the written word.  We will creatively explore An Inspector Calls, Hadestown and Splendid Theatre Company

Component 3 – Interpreting theatre

  • Students will study An Inspector Calls and explore how they would direct and design a modern production. Understanding of themes and context essential. Students will also deepen their ability to evaluate and evaluate live theatre performance. Through using their written word.
What homework will they get? 
  • Component 1: weekly research homework exploring the different genres and a write up of the Year11 work. Vocab tests on Edulink.
  • Component 2: Design Mood Boards for An Inspector Calls and learning annotated lines.
  • Component 3: An evaluation of Hadestown or another live performance. Vocab tests on Edulink.
How will they be assessed? 
  • Component 1 – The write up of Year 11 work and their performances based on The Splendid theatre Company work.
  • Component 2 – The performance / design of An Inspector Calls.
  • Component 3 – practice papers on An Inspector Calls (SET TEXT) and a live performance (A Life of Pi / A Christmas Carol)
What other opportunities do they have outside of the classroom? 
  •  Numerous theatre trips, workshops with Splendid Theatre Company and involvement in the school production.
Exam Specification and Resources
What topics will my child study?

We follow the EDUQAS specification for Drama, where you can choose to specialise in performance or design. Design candidates can focus on costume, set, lighting or sound and will work with their peers to bring their designs to life on stage. All students work towards C1(devising from a stimulus), C2 (performing from a scripted play) and C3(written exam focussed on a set text and a live theatre production).

What knowledge will they have and what will they be able to do by the end of the year?  
  • Devise original theatre in assorted styles and genres of drama.
  • Use their vocal and physical expression to create character and atmosphere.
  • Use lighting and sound to create distinct locations and atmospheres.
  • Analyse and evaluate their own drama process and performance.
  • Analyse and evaluate live performance.
  • Use creative decisions when exploring our set text
What homework will they get? 

Term 1:

  • Students will need to stay for rehearsals, keep a log of their devising journey and learn lines.

Term 2:

  • Students will need to complete their Supporting Evidence (900 words).
  • Live Theatre review of A Christmas Carol.
  • Edulink specific vocabulary
  • Read C2 script

Term 3:

  • Component 2 – learn lines and / or design.
  • Evaluation and analyse live performance

Term 4:

  • Practice Papers and specific vocabulary tests

Term 5:

  • Exam Revision
How will they be assessed? 
  • NEA Component 1 – devising and performing in the style of The Paper Birds (a verbatim theatre company) . November NEA Devised performance, 900 Words supporting evidence and             evaluation. Internally marked, externally moderated in December
  • Component 2 - scripted performance/ design.  External Examiner visits in March/ April.
  • Component 3 – written exam in May
What other opportunities do they have outside of the classroom? 
  • Numerous theatre trips, involvement in the school production.
Exam Specification and Resources

https://resources.eduqas.co.uk/Pages/ResourceByArgs.aspx?subid=9&lvlid=2

https://www.bbc.co.uk/bitesize/examspecs/zdb6xyc

Component 1: Devising Theatre

Non- exam assessment: internally assessed, externally moderated 40% of qualification

Students will be assessed on either acting or design. Students participate in the creation, development amd performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by the exam board.

Students will produce:

  • A realisation of their piece of devised theatre
  • A portfolio of supporting evidence
  • An evaluation of the final performance or design
Component 2: Performing from a Text

Non-exam assessment: externally assessed by a visiting examiner 20% of qualification

Students will be assessed on either acting or design. Students study two extracts from a play text. Students devise and develop a performance using sections of text from both extracts.

Component 3: Interpreting Theatre

Written examination: 1 hour 30 minutes 40% of qualification

Section A: Set Text for assessment up to and including 2023

  • A series of questions on An Inspector Calls

Section A: Set Text for assessment from 2024 onwards

  •  Macbeth, William Shakespeare
  •  An inspector Calls, J.B. Priestley
  •  Find Me, Olwen Wymark
  •  Noughts and Crosses, Malorie Blackman (adapted by Dominic Cooke)
  •  Refugee Boy, Benjamin Zephaniah (adapted Lemn Sissay)
  •  I Love You Mum - I Promise I Won't Die, Mark Wheeller
  •  The IT, Vivienne Franzmann

Section B: Live Theatre Review

  • One question, from a choice of two, about a live theatre production which students have seen during the course requiring analysis and evaluation.